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Special Ed 101
Can school retain student being evaluated for special services?
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<blockquote data-quote="momtoagreatkid" data-source="post: 167083" data-attributes="member: 2345"><p>"It is true that failing the TAKS in 8th grade can retain a student. However, there is a caveat. A team can override the automatic retention. If you feel strongly that your child is capable of doing the work, I'd ask to be a member of the decision team."</p><p></p><p>Exactly. This is the reason I asked about his being placed in pre-AP and questioned his grades in class and on the TAKS last year. It was not to lecture you, but to help you come up with a counter-argument. I fought my son's school district like a dog to get him an IEP, and I've fought them like a dog since--for specialized instruction, AT, being able to use the AT in school and not just at home, etc. And one thing I've learned over the years is that being ready for the argument the school presents can be extraordinarily helpful. My advocate and I communicate extensively before IEP meetings, preparing arguments and counter-arguments. LOL! His transition to high school IEP meeting was four hours long, but I got most of what I wanted. Ugh! It was absolutely exhausting. </p><p></p><p>Soooo...My reason for asking about the pre-AP placement was that I was thinking your counter-argument would be that your son completed the eighth-grade math curriculum in seventh grade and proved by his grades and his TAKS score last year that he understood the curriculum. Also, a large plummet in scores would prove how seriously his medical issues had effected him this year, which would strongly support his receiving an IEP. </p><p></p><p>I mean, honestly, I can't believe the school is fighting with you about giving your son an IEP. And when you're dealing with unreasonable schools, as your son's appears to be, the arguments become endless. I'm really sorry that you and your son are going through this, but I'm very happy that the two of you have found a good advocate. That can make all the difference in the world. I won't walk into my son's school without my advocate with me. Sometimes, my advocate doesn't even say anything, and I do all the talking. Sometimes, she does all the talking, and I don't say anything. But the two of us together can usually come up with a solution, and when the school sees her, it is much less likely to try and pull the kind of things it initially did, when I was trying to get my son an IEP. </p><p></p><p>Good luck. And, by the way, cyber summer school sounds cool! I don't think we have that in our district. My son has two friends in summer school, who are computer nuts, like he is, and they are going to the school to take their classes. I know both of them would much rather take cyber classes, so, if we had it, they most likely would be taking it! I think cyber school is a great option for teenagers.</p></blockquote><p></p>
[QUOTE="momtoagreatkid, post: 167083, member: 2345"] "It is true that failing the TAKS in 8th grade can retain a student. However, there is a caveat. A team can override the automatic retention. If you feel strongly that your child is capable of doing the work, I'd ask to be a member of the decision team." Exactly. This is the reason I asked about his being placed in pre-AP and questioned his grades in class and on the TAKS last year. It was not to lecture you, but to help you come up with a counter-argument. I fought my son's school district like a dog to get him an IEP, and I've fought them like a dog since--for specialized instruction, AT, being able to use the AT in school and not just at home, etc. And one thing I've learned over the years is that being ready for the argument the school presents can be extraordinarily helpful. My advocate and I communicate extensively before IEP meetings, preparing arguments and counter-arguments. LOL! His transition to high school IEP meeting was four hours long, but I got most of what I wanted. Ugh! It was absolutely exhausting. Soooo...My reason for asking about the pre-AP placement was that I was thinking your counter-argument would be that your son completed the eighth-grade math curriculum in seventh grade and proved by his grades and his TAKS score last year that he understood the curriculum. Also, a large plummet in scores would prove how seriously his medical issues had effected him this year, which would strongly support his receiving an IEP. I mean, honestly, I can't believe the school is fighting with you about giving your son an IEP. And when you're dealing with unreasonable schools, as your son's appears to be, the arguments become endless. I'm really sorry that you and your son are going through this, but I'm very happy that the two of you have found a good advocate. That can make all the difference in the world. I won't walk into my son's school without my advocate with me. Sometimes, my advocate doesn't even say anything, and I do all the talking. Sometimes, she does all the talking, and I don't say anything. But the two of us together can usually come up with a solution, and when the school sees her, it is much less likely to try and pull the kind of things it initially did, when I was trying to get my son an IEP. Good luck. And, by the way, cyber summer school sounds cool! I don't think we have that in our district. My son has two friends in summer school, who are computer nuts, like he is, and they are going to the school to take their classes. I know both of them would much rather take cyber classes, so, if we had it, they most likely would be taking it! I think cyber school is a great option for teenagers. [/QUOTE]
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Can school retain student being evaluated for special services?
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